Inservice teacher training University of Oregon Dental School.
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Education↗
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Training in large group therapy.
The widespread use of large group meetings as a treatment modality has exceeded the availability of staff trained in large group methods. The basic elements of an inservice training program are regular attendance by experienced senior staff who serve as role models, the serious and open use of review meetings following each large group meeting, and the establishment of group norms that facilitate functioning. A few crucial norms are identified and their importance is illustrated with examples from large group meetings.
Humans↗
Better training for less money--from outer space.
Agencies that wish to develop innovative, interactive and entertaining inservices for their employees may want to look at the Alabama Department of Public Health's program, which has developed cost-effective inservice training for more than 6,000 employees working at 120 sites across the state. It works by using satellite technology--rocket science to bring the caring touch closer to home.
Alabama↗
Training of primary health care medical officers in mental health care. Errors in clinical judgment before and after training.
This investigation examined the nature and frequency of errors in clinical judgment that were displayed by primary health care medical officers before and after short-term training in mental health care. Thirty-nine medical officers who underwent inservice training for 2 weeks were evaluated using standardized case vignettes. Before the training, doctors displayed a sizable percentage of major and minor errors, which dropped significantly following training. Errors were not unique to psychiatric presentations alone, but occurred with respect to vignettes representing physical disorders as well. The results on the whole demonstrate a satisfactory gain in clinical skills of medical officers following the training and highlight the need for continuation of a program of this nature.
Adult↗
Personal attributes and job competencies needed by EFNEP paraprofessionals as perceived by EFNEP professionals.
OBJECTIVE: To determine the personal attributes and job competencies that are necessary for the job success of Expanded Food and Nutrition Education Program (EFNEP) paraprofessionals as perceived by EFNEP professionals. DESIGN: A qualitative descriptive design and a 3-round modified Delphi methodology was used. PARTICIPANTS: A convenience sample of 14 state and 20 county EFNEP professionals participated in all 3 Delphi rounds. The response rates for state and county professionals for all 3 Delphi rounds were 70% and 91%, respectively. VARIABLES MEASURED: Personal attributes and job competencies were generated and the level of importance was determined. ANALYSIS: An independent t test was employed to determine differences between importance scores by professional position. RESULTS: Thirty-seven personal attributes, 18 job competencies prior to hire, and 43 job competencies after training were generated and the majority were very important to important. County EFNEP professionals tended to score personal attributes and job competencies as more important than state EFNEP professionals. IMPLICATIONS: These personal attributes and job competencies prior to hire can guide hiring decisions and initial training content. The job competencies after training can shape content for inservice training.
Adult↗
Evaluation of school-based HIV prevention education programs in New Jersey.
This paper presents results from a process evaluation conducted by the New Jersey Department of Education (NJDOE). Representative samples of middle and high school superintendents, principals, lead health teachers, and HIV teachers provided information assessing whether local district policy content was consistent with the state's policy code, the dynamics of local policy development, and school district staff perceptions and practices regarding HIV education policies. NJDOE also was interested in determining: if inservice training was accessible to teachers assigned to provide HIV education; the scope and impact of HIV inservice programs; and the training needs of staff assigned to teach the HIV curriculum. Finally, NJDOE was interested in determining: local curricula scope, sequence, and approach; the extent to which local curricula were skills-based; and local expectations for instructional outcomes. As a result of the evaluation, program staff identified areas needing remediation and planned for program improvement in new areas.
Adolescent↗
[Development and evaluation of an ADHD teacher group training--a pilot study].
In the introduction is shown that no controlled studies of teacher training programs in children with Attention Deficit Hyperactivity Disorder (ADHD) have been published in German research literature as yet in spite of high demand for educational inservice training. The aim of the present study is the development and evaluation of a two-step ADHD teacher group training. In step 1 a group training (12 h) was performed with 18 advisory teachers. The curriculum included ADHD theory, contingency management and "antecedent" TEACCH-oriented school-based interventions (Schopler 1997; Bregman and Gerdtz 1997). In step 2 then a subsample of 6 advisory teachers supervised 10 classroom teachers of 11 primary school students (mean age 8.6 yrs.) with ADHD symptoms, who were assigned to two experimental groups. The classroom teachers of the Standard Treatment Group (n=5 students) received the basic module "ADHD theory and school-based interventions" (6 h), the teachers of the Intensive Treatment Group (n=6 students) received the same basic module plus the module "Student-related training in Contingency Management" (in total 14h). The group training process was evaluated by teacher satisfaction ratings and knowledge test. The training effect on student behavior was evaluated by teacher ratings within a two-group-pre-post-follow-up design. The main results are: (a) The group training process was mostly evaluated favorably; knowledge increased significantly; (b) ADHD symptoms were reduced significantly in both treatment groups, with stronger and sustained improvement of problem behaviors and adaptive functioning in the Intensive Treatment Group. These findings provide some consistent evidence, that classroom behaviors of children with ADHD symptoms can be improved substantially by a teacher mediator training approach.
Attention Deficit Disorder with Hyperactivity↗
Evaluation of training effects on teacher attitudes and concerns prior to implementing a human sexuality education program.
Teacher changes in knowledge, attitudes, and concerns about teaching a new human sexuality education curriculum due to inservice training were examined; 59 middle school teachers were surveyed before and after one week of training. Significant (p less than .05) increases in knowledge, perceptions of importance of teaching the curriculum, intent to teach, and level of comfort with course content suggest areas of positive learner changes. Effects were not noted for sexual orientation (liberal vs. conservative) or responsibility for student outcomes. Relationships (p less than .05) were noted between comfort, importance, responsibility, and intent to teach with expectations of how students, colleagues, administrators, parents, and community would respond, as well as perceptions of curriculum congruence with teaching style and the adequacy of preparation to teach the curriculum. Few responses were associated with teacher personal characteristics.
Attitude to Health↗
Evaluation of a training program for foster parents of infants with prenatal substance effects.
The lack of prepared and available foster parents for children with prenatal substance effects is of increasing concern to the child welfare field. The research study reported here evaluated a multimodal inservice training program designed to enhance the competency of foster parents caring for infants with prenatal substance effects, and to promote an intent to foster such infants. Findings suggest that future foster parent training efforts in this area should focus on knowledge and skill attainment.
Caregivers↗
The clinical competency of community health workers in the eastern highlands province of Papua New Guinea.
A case study of the clinical competency of community health workers employed in the Eastern Highlands Province of Papua New Guinea was conducted in March 1993. Of the 79 who graduated from the Onamuga Community Health Worker Training School between 1989 and 1992, only 24 were currently employed in the province. Current knowledge and clinical competency were compared with results on completion of basic community health worker training. Results showed that 22 of the 24 maintained their knowledge competency, and 15 maintained clinical competency. It was found that those community health workers (CHWs) employed at a health subcentre use 40% to 50% of their skills, whilst those at a district health centre or provincial hospital use only 20% to 30% of their skills. Only 8% of the CHWs studied used all the skills obtained in their basic training. This study indicates that the CHW is being viewed by some health managers as a replacement for the nurse aide. If CHWs' skills are to be maintained, certainly good supervision, inservice training and adequate logistic support are needed, but so also is a change in management thinking. The CHW has been trained specifically to improve the access to essential primary health care services of people living in rural areas, especially in preventive and maternal and child health care. If in practice the CHW is not given the opportunity to practise and hence maintain these skills, the whole logic of the CHW training scheme will need to be reexamined.
Adult↗
The use of picture programs in teaching direct care staff.
Direct care staff were taught via picture programs to transfer nonambulatory, severely mentally retarded men between their beds and wheelchairs. Still color photographs illustrated essential details of the complex behavior sequences. Staff transferring performance improved markedly over that shown on a pretest. Study guide questions increased the effectiveness of the programs, perhaps because the questions encouraged accurate observation of the pictures. The procedures may suggest cost effective alternatives to traditional forms of inservice training.
Adult↗
A national profile of child welfare workers and supervisors.
Using information gained in a national survey of inservice training of child welfare supervisors and workers, the authors provide a profile of the practitioners providing child welfare services, their clientele, and their perspectives on training needs.
Adult↗
The influence of teacher value orientations on curriculum planning within the parameters of a theoretical framework.
The study examined the extent to which teachers' value orientations mediate their responses to inservice training in a particular framework as measured by changes in their lesson planning skills. Twenty-five elementary physical educators' value orientations were classified using the Values Orientation Inventory (VOI). Teachers completed seven inservice sessions based on the Logsdon theoretical approach to children's physical education. Data were analyzed using three univariate ANOVAs. The .05 alpha level was adjusted using an experiment-wise error rate of less than .017. Results indicated that weak disciplinary mastery and strong social reconstruction teachers included more opportunities for shared decision making than did other teachers. Most teachers changed their planning to include more opportunities for cognitive involvement. Thus, while some concepts appeared to be acceptable to most value orientations, others were value sensitive.
Analysis of Variance↗
Public health nurses and AIDS.
As the number and longevity of AIDS patients increases, it is ever more likely that public health nurses will play a growing role in caring for HIV infected individuals. Yet, these two surveys of public health nurses reveal that few of them have had any direct experience with AIDS patients, and that many feel they need more inservice training to help them cope with this epidemic.
Acquired Immunodeficiency Syndrome↗
Experience with surgical resident training in a combined program in plastic surgery.
Healthcare reform may impact graduate medical education (GME) to reduce both specialty training positions and the length of training in these programs. General Surgery residencies often provide prerequisite training for surgery specialty training and will be affected by these changes. The purpose of this study is to identify the quality, outcome, and differences between PGYI-PGYIII categorical general surgery residents (GS) and matched prerequisite plastic surgery residents (PS). Concurrent comparisons analyzed American Board of Surgery Inservice Training Examinations (ABSITE) data from 1980-1992 as well as the surgery operative logs (SOL) and the curriculum of matched residents from 1989-1992. Outcome was assessed by board performance and from a piloted questionnaire to all PS graduates of the combined (3-year GS and 2-year PS) program. ABSITE analysis demonstrated satisfactory performance for both PS and GS at each PGY level, with significant increases each year for GS, but only between PGYI and PGYII for PS; there was a significant difference between PS and GS at all PGY levels. SOL analysis paralleled the curriculum and demonstrated more plastic surgery for PS compared to GS, with no difference in general surgery or hand surgery. PS program graduate respondents (32/44-72.7%) identified that the GS training/PS training was appropriate (71.9%/93.8%), effective (90.7%/93.8%) and of appropriate duration (87.5%/75.1%). 87.5 per cent of PS graduates completed ABPS certification. Combined PS training in all PS programs would reduce GME payments by over $20 million. Combined PS training is effective, appropriate, resource-efficient, and has an excellent outcome, but it requires a specific curriculum and close coordination between General Surgery and Plastic Surgery programs.
Attitude of Health Personnel↗
Librarian or educator: into the classroom.
There is a traditional view of librarians as keepers of information. This paper reports on the development of a post of Tutor Librarian who is actively involved in nurse education and inservice training. Project 2000 and its accompanying curriculum changes provide an opportunity to develop the Tutor Librarian's role.
Education, Nursing↗
Implementing drug education in schools: an analysis of the costs and teacher perceptions.
This study examined conditions in which two substance abuse prevention curricula were implemented in three Oregon school districts. Data related to teachers' involvement were collected from on-site interviews in 21 schools using a 43-item personal interview questionnaire with a stratified random sample of 44 teachers of drug education. Information provided by district program coordinators included details of inservice training, and financial costs to implement the Here's Looking at You, Two, (HLAY, II) and Starting Early curricula with 4,325 students. Teacher perceptions related to their responsibility for implementing the program, the quality of the curriculum, quality of the inservice, quality of the implementation procedures, and degree of teacher compliance for teaching the curricula. Results from teacher interviews and time and financial costs analysis could prove useful to school districts, building administrators, and teachers who plan to implement school-based drug education programs.
Attitude↗
Behavioral science and family practice: a status report.
The purpose of this study was to assess the current status of behavioral science instruction in family practice residency training programs. The primary areas of interest were: (1) characteristics of those who teach behavioral science (number of persons teaching behavioral science by discipline and academic degree, number and percent of time behavioral science personnel employed, work responsibilities, academic unit responsible for instruction, description of those who provide inservice training in behavioral science ), (2) the relative importance of various behavioral science topics as perceived by faculty/staff (21 topics), and (3) preferred methods of instruction. The data revealed a wide variety of persons involved in behavioral science instruction, a strong emphasis placed on communication and counseling skills, and similar, but not innovative, teaching methods used for behavioral science instruction.
Behavioral Sciences↗